This book summarizes work being undertaken within the School Activates Resources―stitching the lost heritage of the suburbs (ScAR) project, which addressed cultural heritage in a broad sense, as a system of values identified by the populations and in constant evolution. This tangible and intangible heritage fuels the promotion of intergenerational and intercultural dialogue and represents an opportunity for resilient social and territorial development. The book ponders the experience gained and the points of view of the different disciplines involved, examines issues such as children and youth participation in civil life or education in cultural heritage and landscape, and presents real-world experiences of heritage education in everyday landscape in difficult contexts and/or concerning poorly recognized and valued cultural heritage.
Author(s): Camilla Casonato, Bertrando Bonfantini
Series: Digital Innovations in Architecture, Engineering and Construction
Publisher: Springer
Year: 2022
Language: English
Pages: 286
City: Cham
Preface
Contents
Editors and Contributors
Introduction. Cultural Heritage Education in the Everyday Landscape
References
About Local Centralities Coming-Back: Identity and Proximity or Otherness and Openness in the City Project
1 The School as a Territorial Hub
2 Local Dimension and Proximity Urbanism
3 The City by ‘Indentifier’ Places
4 Identity-Proximity / Otherness-Openness
References
Back to School, Back to the City!
1 Italian Schools: A Neglected Heritage Full of Potential
2 The School as an Architectural Device Open to the City: Evolution of a Typology
3 School, Local Scale and City Design: Three Planning Experiences
4 Conclusions: The School Building System as an Enabling Asset for All Territories and Communities
References
The City as a Learning Context. Lessons of Citizenship Through the Design of Public Spaces
1 Introduction: Working In-Between Classrooms and Urban Spaces
2 Educational Poverty and the Lack of Authentic Learning Practices
3 The City as an Educating Context
4 Urban Learning Experiences
4.1 Exploring the Openness of Open Spaces
4.2 Three Different Points of View to Read, Discuss and Rethink Public Space
4.3 Opportunities for Peer-To-Peer, Intercultural and Interdisciplinary Learning
5 Conclusions: A New Alliance of School and the City
References
Technical Assistance in Architecture and Urbanism: In Search of Promoting Citizenship in Peripheral Areas
1 Initial Considerations
2 ATHIS in Brazil
3 ATHIS and the University Extension
4 ATHIS and University Extension in Peripheral Public Spaces
4.1 Birds Garden Square
4.2 Imperial Garden Square
5 Final Comments
References
The Right to Be Happy. Knowledge as a Promotion of Cultural, Artistic and Landscape Heritage
1 The School as a Place of Care
2 School as Sociability and Community
3 Discovering Territories and Cities for a Brand-New ‘Geography of Education’
4 The ScAR Project to Design Urban Space Together
5 Focus and Dialogue to Promote the Landscape and Architectural Heritage
References
The Value of Getting Your Hands Dirty: Landscape as Heritage in Education
1 Landscape Teaching in Schools
1.1 The Added Value of Practical Activity
2 Urban and Periurban Agrarian Landscapes
3 The Cultivating Value Project “The St. Gregory Grange”
3.1 First Actions Implemented
4 First Results of the Ongoing Activity
4.1 Environment Improvement
4.2 Social Care: Multiplier Effect
4.3 Awareness Raising in Young Generation
5 Concluding Remarks
References
Living Territories to the Full, Dialoguing with Citizens
1 Introduction
2 Starting from Cultural Heritage Assets
3 The Unfolding of Three Projects
4 A Questionnaire for Dialoguing with Locals and Tourists: A Psycho-Geographical Contribution
5 Conclusions
References
Digital Participation in Community Life: How Young People Communicate Heritage
1 Educational Poverty and Cultural Poverty: Reference Framework
2 Cultural Heritage and Young People
3 Education Technologies for a Participatory Citizenship of Young People
4 Case Studies: Digital Paths Carried Out by Young People
4.1 Context of Reference
4.2 Case Study Presentation
4.3 Comparative Analysis of the Four Case Studies
5 Conclusions
References
Innovative Learning Methodologies to Promote Social Inclusion and Well-Being Within Etruscan Museum Context: A Pilot Experience
1 Social Inclusion, Well-Being and Museums Education
2 The Inclusive Memory Project
3 The Pilot Experience
3.1 Aims and Outcomes
3.2 Object-based Learning and Digital Storytelling
3.3 Methodology
4 Content Analysis of Workshop Recordings
4.1 First Results from OBL Workshop
5 Conclusive Remarks
References
ScAR’s Activities Under the Lens of Pedagogy: Overview of the Pedagogical Approaches Underlying the Project
1 Introduction
2 The Pedagogical Approaches Behind ScAR
2.1 Active Learning
2.2 Authentic Learning
2.3 Collaborative Learning
2.4 Experiential Learning
2.5 Project-Based Learning
2.6 Peer Learning
3 ScAR’s Activities
3.1 ‘Learning Tours’ in the Neighborhoods
3.2 Mental Mapping
3.3 Landscape Drawing and Painting
3.4 Models of the Neighborhoods
3.5 Urban Redevelopment Projects
3.6 Landscape Reading Workshops
3.7 Interviews
3.8 Theater Workshop
3.9 Mobile Guides for Tourists
3.10 Landscape Gamification
3.11 Digital Atlas of Memories
3.12 Digital Storytelling
3.13 Map Storytelling
3.14 Sharing via Social Media
4 Conclusions
References
EPICH: Education–People Involvement–Cultural Heritage
1 In the Past: The Prodromes of Heritage Attention
2 Steps Towards Heritage Education
3 The Heritage Education as Intended Nowadays
4 The Didactic Experience in the Course of Fundamentals of Conservation of Historic Buildings
5 Conclusions
References
Tags for #Education on Cultural Heritage
1 Recognition
2 Qualification
3 Sustainability
4 Conclusions
References
Between Flowers and Concrete. Images of the Fringes of Cities in European Children’s Picturebooks
1 Before 1950, Between the Countryside and the City, No Alternative
2 The Glorious Thirties and the Birth of Suburbs
3 “From the City to the Urban”
References
Immersive Serious Games for Heritage Education in the Pandemic Era
1 Introduction
2 Serious_game@brixen
2.1 Natural Landscape and Cultural Landscape
2.2 Look, Move, Learn
2.3 Play
3 Post-Pandemic Development
4 Conclusions
References
Beyond Heritage Digitization. Schools as Presidium for the Everyday Landscape Enhancement
1 Fragile Cultural Landscapes. Definitions and Research Opportunities
2 ICTs, Landscape and Education. Beyond Digitization
2.1 ICTs and Landscape Education in Schools. Two Experiences in the Alps
3 The “ScAR—School Activates Resources” Project
3.1 Mapping the Rural Toponyms with Students. A Spin-Off Project
4 Final Considerations
References
Graphics for Accessibility of Cultural Heritage Sites
1 Communication as a Tool for the Preservation of Cultural Heritage
2 Digital and Visual Literacy for Cultural Heritage Knowledge
3 Visual Communication for the Accessibility in Cultural Heritage Sites
3.1 Visual Communication for Spatial Accessibility
3.2 Visual Communication for Cultural Accessibility
4 Graphic Sciences for the Preservation of Cultural Heritage Sites
5 Graphic Tools and Languages for the Inclusive Design of Cultural Heritage Sites
5.1 3D Modelling and Virtual Archaeology
5.2 Illustration, Infographics and Visual Journalism
5.3 Interpretive Panels
5.4 Wayfinding and Signage
5.5 Maps
5.6 Branding and Visual Identity
6 Conclusions
References
Cultural Heritage Education: A Matter of Representation
1 Introduction: The Power of (an Imperfect) Representation
2 Cultural Heritage as a Representational Process
3 Cultural Heritage Representation Within Cultural Heritage Education
4 Representation in the ScAR Experience
5 Cultural Heritage Education in Marginal Landscapes
6 Conclusions
References
